New Faculty/Early Career Teaching Certificate
The New Faculty / Early Career Teaching Certificate program provides a learning community and support structure within which faculty can become better teachers. Those within their first six years of full-time teaching in higher education are encouraged to apply to be a participant in this certificate program. Activities, topics, and interactions have been developed and customized to meet the pedagogical needs of those early in their career. Participants will develop relationships with other VT faculty members from a wide variety of disciplines throughout the university.
The Virginia Tech New Faculty / Early Career Teaching Certificate program is designed to increase faculty members' instructional effectiveness, instructional efficiency, and learner-centered pedagogy. This two-semester certificate program is based on an "active learning/proactive teaching" approach to higher education instruction. Participants will develop the knowledge and skills necessary to design and implement effective learner-centered instruction – purposefully. Participants are welcome from all departments and colleges. Ultimately, this certificate is designed to be immediately useful and to provide faculty with the tools necessary to teach well.
The first semester of the program (fall) emphasizes practical, theoretical, and empirical knowledge of scholarly teaching and learning, as well as the growth of curricular, strategic, and instructional skills through engagement in authentic instructional activities (e.g., micro-teaching, peer observation, communities of practice). This knowledge and skill development concentrates on three areas: (a) student learning, motivation, self-regulation, and agency; (b) instructional design, strategies, assessment, and evaluation; and (c) course design, development, implementation, and evaluation.
During the second semester of the program (spring) faculty apply learner-centered teaching and learning fundamentals to create/re-design a course they will teach the following semester. Additionally, each faculty member will engage in significant reflection and self-assessment to develop skills in modifying teaching; faculty within each cohort will observe each other's teaching and provide constructive feedback; and faculty will work with more experiences professors as mentors. Self-assessment, peer-observation, and constructive feedback are significant aspects of this portion of the program so that purposeful teaching, meaningful reflection, and the subsequent analysis of instructional effectiveness, accurately represents the culture of continuous improvement that is crucial for scholarly teaching and learning.
Application Submission: Applications are closed.
The New Faculty / Early Career Teaching Certificate program is designed to provide Virginia Tech faculty members with the opportunity to develop their pedagogical knowledge and skills.
Faculty will purposefully and proactively:
- design effective learner-centered instruction that emphasizes core curricular ideas and focuses on student learning. (PLANNING)
- apply fundamental learning principles toward the creation of learner-centered instructional environments. (LEARNING)
- integrate assessment into instruction, viewing assessment as both a component of student learning and a component of what students have learned. (ASSESSMENT)
- respect the institutional and cultural contexts within which college teaching occurs. (CONTEXT)
- implement instruction that is focused on and fosters student learning. (TEACHING)
Participants in the New Faculty / Early Career Teaching Certificate program can expect several benefits, including:
- Development of integrated knowledge related to teaching, learning, motivation, assessment, instructional strategies, instructional technologies, instructional design, and classroom management.
- Development of teaching skills, including using instructional strategies (e.g., discussion, group work, lecturing, problem-based learning, case-based learning, writing), teaching large and small classes, and applying classroom management.
- Development of instructional design skills, including conducting a needs assessment, and engaging in course design, lesson design, and assignment design.
- Development of assessment strategies, including formative and summative assessments, and authentic and traditional assessments.
- Development of skills in reaching all students, including universal design and inclusive pedagogy.
- Development of confidence in creating and implementing effective instruction.
In addition, participants will receive a certificate of successful completion, indicating their growth in knowledge and skills related to learner-centered pedagogy.
Participants in the New Faculty / Early Career Teaching Certificate program must meet each of the following requirements:
- Participants must be full-time faculty, and may be from any department, unit, or college.
- Participants must be in their first six years of teaching, at any institution.
- Participants must be teaching fall or spring during the program participation.
- Participants can miss no more than one program session per semester and must engage in required class observations.
- Participants must be interested in refining their teaching, reflecting on teaching and learning processes, and actively supporting other teachers at Virginia Tech.
There is no cost for faculty to participate in the New Faculty / Early Career Teaching Certificate program
Applicants for the New Faculty / Early Career Teaching Certificate program must complete the online application process, which includes the following:
- Applicant's name, department, phone, email
- Department head/chair’s name, department, phone, email
- A description of your (a) teaching experience, (b) teaching approach, and (c) personal goals.
- A description of your teaching experience (e.g., courses taught) and teacher training experience (e.g., workshops, courses, Preparing Future Faculty participation), not to exceed one full-page.
- A description of your teaching approach (e.g., if someone came to watch you teach, what would they see?), not to exceed one full-page.
- An explanation of your personal goals for participating in the New Faculty/Early Career Teaching Certificate program, not to exceed one full-page.
- Current CV in PDF format.
These descriptions and explanations will be cut-and-paste into a web-based form; thus, no graphics or tables should be submitted. The CV should be uploaded as a single PDF file.
|Application Due Date:||September 1, 2014|
|Participants Notified:||September 8, 2014|
Application Submission: Applications are closed.
The New Faculty / Early Career Teaching Certificate program will consist of two cohorts of 15 faculty each, a Tuesday Cohort and a Wednesday Cohort. In addition, each cohort will engage in peer teaching observations, peer teaching evaluations, and micro-teaching practice.
2 pm - 4 pm
10 am - 12 pm
|September 24||September 25||Program Introduction|
|October 1||October 2||Teaching and Learning|
|October 15||October 16||Teaching and Instructional Design|
|November 5||November 6||Teaching and Instructional Strategies|
|November 19||November 20||Teaching and Assessment|
|December 3||December 4||Course Construction|
** The fall agenda will also include peer observations.
2 pm - 4 pm
10 am - 12 pm
|January 28||January 29||Course Design Discussion|
|February 11||February 12||Peer Assessment and Evaluation|
|February 26||February 27||Peer Assessment and Evaluation|
|March 18||March 19||Conversations with Masterclass Teachers|
|April 1||April 2||Instructional Issues and Concerns|
|April 15||April 16||Conversations with Masterclass Teachers|
** The spring agenda will also include peer observations.
Program Graduation (both cohorts)
May 8, 2014, The Inn and Conference Center, 5:00-7:00 pm
Questions regarding the New Faculty/Early Career Teaching Certificate program should be directed to:
Peter Doolittle, Executive Director
Center for Instructional Development and Educational Research